Tina M. Souders, MSW, LCSW, JD
Director- Winston-Salem Distance Education MSW Programs
741 N. Highland Ave. 5th Floor
Winston-Salem, NC 27101
Office: (336) 703-3398
Email: tsouders@email.unc.edu
Fax: (336) 703-3425
Course Number:
Course Title:
SoWo 851
Social Work Practice with Groups
Instructor:
Tina M. Souders, MSW, LCSW, JD
Clinical Assistant Professor
Spring Schedule:
Friday, 1pm-4pm
Course Description: The course is designed to enable students to become more knowledgeable and
skillful as social group workers. Phases of group development and worker tasks in each phase provide
the course framework.
Course Objectives:
It is expected that each student will demonstrate learning in two areas:
1. Theoretical knowledge about frameworks and concepts needed for social intervention with
groups.
a. The theoretical and value base and major concepts of models of social group work, as
well as concepts from other group approaches that are relevant to students' practice.
b. Selected concepts from small group theory and research (e.g., group development,
group composition, group norms, group goals, and group dynamics).
c. Selected content related to race, gender, sexual orientation, poverty, age, and other
critical factors.
2. Application of theoretical knowledge to experience with groups.
a. Ability to select theoretical content as a basis for understanding groups and planning
social intervention, adapting the theory as appropriate.
b. Awareness of own role, as a practitioner and as a member, in various group situations,
and of the impact of this role on other group participants and on group processes.
c. Ability to evaluate group conditions, and on the basis of this evaluation, to facilitate
group movement, as a practitioner and as a member.
d. Ability to perform selected group work practice skills, such as assessing, goal setting,
problem-solving, and programming.
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e. Ability to evaluate the effectiveness of own interventions and the usefulness of theory
selected.
Expanded Description:
This course is designed to provide students with knowledge and skills relevant to group work practice
in both concentrations and across all fields of practice. Students learn basic information through
course readings, papers and presentations, and apply this information about social interventions with
groups to their specific areas of interest. This course builds on the human behavior and practice
foundation courses. It is grounded in ecological and developmental theory and is linked to field work
experience through paper assignments, small group classroom assignments and class discussions. As
consideration is given to how group work practice takes place with particular client systems and within
current societal and professional conditions, the course is linked in direct and indirect ways to
concentration courses related to human behavior, social welfare policy, evaluation of practice, and
practice at other system levels, including individual, family, organizational and community.
Areas of skill to be developed during the course of the semester focus on: (1) assessment of group
structure and processes; (2) interventions in support of individual member goals, group goals, and
group development; and (3) evaluation of worker interventions and goal achievement. Particular skills
are associated with each segment of the syllabus: composition; group development; group assessment;
group dynamics; goal setting and contracting; co-leadership; interventions at individual, group and
environmental levels; diversity and cultural competence; programming; problematic group situations;
and evaluation.
Readings:
 The texts are available through the Health Affairs Bookstore
 Other required readings will be available online through the UNC Library
 Optional readings may need to be located by individual student
Required Texts:
Toseland, R.W., & Rivas, R.F. (2009). An introduction to group work practice (6th ed.).
Boston: Allyn and Bacon.
Yalom, I. D. (2005). The theory and practice of group psychotherapy (5th ed.). New York: Basic
Books.
The following books are useful texts to have for supplemental reading:
Davis, L. E., & Proctor, E. K. (1989). Race, gender and class: Guidelines for practice with individuals,
families, and groups. Englewood Cliffs, NJ: Prentice-Hall.
Garvin, C. D. (1997). Contemporary group work (3rd ed.). Boston: Allyn and Bacon.
Garvin, C.D., Galinsky, M.J. & Gutierrez L. (Eds.) (2004). Handbook of social work with groups.
New York: The Guilford Press.
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Greif, G. L., & Ephross, P. H. (1997). Group work with populations at risk. New York: Oxford
University Press.
Malekoff, A. (2004). Group work with adolescents: Principles and practice. New York: The Guilford
Press.
Northen, H., & Kurland, R. (2001). Social work with groups (3rd ed.). New York: Columbia
University Press.
Rose, S. (1998). Group therapy with troubled youth: A cognitive-behavioral interactive approach.
Thousand Oaks, CA: Sage Publications, Inc.
Rose, S. D., & Edelson, J. L. (1987). Working with children and adolescents in groups. San Francisco,
CA: Jossey-Bass.
M. Sundel, P. Glasser, R. Sarri, & R. Vinter (Eds.). (1985). Individual change through small groups
(2nd ed.). New York: The Free Press.
Toseland, R.W. (1995). Group work with the elderly and family caregivers. New York: Spring
Publishing Company.
Recommended Journals:
Groupwork
International Journal of Group Psychotherapy
Small Group Research
Social Work
Social Work with Groups
Group Experiences: It is preferred that each student be working with a client or task group during the
current semester. There are many kinds of group experiences that can serve this purpose. For the class
papers, just observing a group should be sufficient if the student does not have the opportunity to lead
or co-lead a client or task group. These groups will serve as a basis for small group assignments,
general class discussion and written assignments. However, if no such group experience is currently
available, the “alternate” paper assignments can be followed. (see separate paper assignment handout)
Teaching Methods: This course is structured as a seminar; all class members are expected to share
responsibility for participating in discussions and for presenting materials needed by the class. Some
classroom time will be spent working in small task groups, experiential activities and role plays;
therefore, class attendance is crucial. Task group experiences are selected to reinforce learning about
group processes and issues, including diversity and ethical issues. Assigned and independently selected
readings, seminar participation, client group experiences, structured assignments, videos, and the class
group itself will provide the material necessary for learning about group operation.
The development of a supportive learning environment is fostered by respectfully listening to the ideas
of others, being able to understand and appreciate a point of view which is different from your own,
clearly articulating your point of view, and linking experience to readings and assignments.
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Assignments and Evaluation: In-class and written assignments are intended to facilitate
integration of theoretical content with practice skill.
There are two papers relating client or task group experiences (or alternate group experiences) to
course readings. There is an initial paper on composition (20%) and a final paper on group
development (25%). There is also a 30 minute presentation on intervention methods (20%) and a midterm exam (20%). Details about these assignments are contained in a separate handout, "Paper and
Presentation Assignments." The in-class presentations will be on the last class of the semester.
Class participation counts for 15% of your final grade. Class participation includes the recognition of a
norm of attendance, contributions to small group assignments, completion of structured assignments
(including quizzes) and informed participation in class discussion. Points will be deducted if you miss
class, are late, leave early, disappear for long periods on break or are unprepared. Please turn off cell
phones during class.
Grading system:
H = 94-100
P = 80-93
L = 70-79
F = 69 and below
Policy on Incompletes and Late Assignments: All papers and assignments are due at the beginning
of class on the dates noted on the schedule, unless a change in date has been announced by the
instructor in class. Five points will be deducted for each day that a paper is late.
Policy on Academic Dishonesty: Students are expected to conduct all academic work within the
letter and spirit of the Honor Code of the University of North Carolina at Chapel Hill, which prohibits
the giving or receiving of unauthorized aid in academic processes.
Please refer to the APA Style Guide, The SSW Manual, and the SSW Writing Guide for information on
attribution of quotes, plagiarism and appropriate use of assistance in preparing assignments. All
written assignments should contain a signed pledge from you stating that, "I have neither given nor
received unauthorized aid in preparing this written work."
In keeping with the UNC Honor Code, if reason exists to believe that academic dishonesty has
occurred, a referral will be made to the Office of the Student Attorney General for investigation and
further action as required.
Policy on Accommodations for Students with Disabilities: Students with disabilities which affect
their participation in the course may notify the instructor if they wish to have special accommodations
in instructional format, examination format, etc., considered.
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Class schedule and readings
History of group work and therapeutic factors
January 14, 2011
Required reading:

Toseland text: Chapter 1 (Introduction)

Toseland text: Chapter 2 (Historical Developments)

Yalom text: pp. 1-18 (The Therapeutic Factors)
Optional reading:

Macgowen, M. J. (2006). Evidence-based group work: A framework for advancing best
practice. Journal of Evidence-based Social Work, 3(1), 1-21.
Group dynamics and overview of interventions
January 21, 2011
Required reading:

A - Toseland text: Chapter 3 (Understanding Group Dynamics)

C - Toseland text: Chapter 4 (Leadership)

B - Yalom text: pp. 117-140 (The Therapist: Basic Tasks)
Group development
January 28, 2011
Required reading:

C - Yalom text: pp. 309-343 (In the Beginning)

B - Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological
Bulletin, 63, 384-399

B - Tuckman, B. W., & Jensen, M. A. (1977). Stages of small group development
revisited, Group and Organization Studies, 2, 419-427.

A- Galinsky, M. J., & Schopler, J. H. (1989). Developmental patterns in open-ended
groups. Social Work with Groups, 12 (2), 99-114.
Optional Reading: (these additional readings may be useful in your final paper on group
development which is due at the end of the semester)

Garland, J. A., Jones, H. E., & Kolodny, R. L. (1976). A model for stages of development
in social work groups. In S. Bernstein (Ed.), Explorations in group work (pp. 17-72).
Boston: Boston University School of Social Work.
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
Kelly, T. B., & Berman-Rossi, T. (1999). Advancing stages of group development theory:
The case of institutionalized older persons. Social Work with Groups, 22 (2/3), 119-138.

Kosoff, S. (2003). Single session groups: Applications and areas of expertise. Social Work
with Groups, 26 (1), 29-45.

Schiller, L. Y. (1997). Rethinking stages of development in women's groups: Implications
for practice. Social Work with Groups, 20 (3), 3-19.

Schiller, L.Y. (2007). Not for women only: Applying the relational model of group
development with vulnerable populations. Social Work with Groups, 30 (2), 11-26.
Planning the group and composition considerations
February 4, 2011
Required reading:
 C - Toseland text: Chapter 6 (Planning the Group)

A - Yalom text: pp. 281-308 (Creation of the Group: Place, Time, Size, Preparation)

B - Brown, A., & Mistry, T. (2005). Group work with mixed membership groups: Issues of
race and gender. Social Work with Groups, 28(3), 133-148.

B - Northen, H. (1998). Ethical dilemmas in social work with groups. Social Work with
Groups, 21 (1/2), 5-17.
Optional Readings – These readings may be helpful in writing your group composition paper.

Yalom text: pp. 259-280 (The Composition of Therapy Groups)

Bertcher, H.J. & Maple, F.F. (1985). Elements and issues in group composition. In M.
Sundel, P. Glasser, R.Sarri & R. Vinter (Eds. ). Individual change through small groups
(2nd. ed.) (pp. 180-202). NY: The Free Press.

Davis, L.E. & Cheng, L.C. (1996). Differential effects of racial composition on male and
female groups: Implications for group work practice. Social Work, 20 (3), 157-167.

Martin, P.Y. & Shanahan, K.A. (1983). Transcending the effects of sex composition in
small groups. Social Work with Groups, 6 (3-4), 19-32.

Northen, H., & Kurland, R. (2001). A model of planning; Size of group. Social work with
groups. (3rd ed.) (pp. 110-118, 135-145 ). NY: Columbia University Press.

Nosko, A. & Wallace, R. (1997). Female/male co-leadership in groups. Social Work with
Groups, 20 (2), 3-16.

Rose, S. D., & Edelson, J. L. (1987). Composing the group. Working with children and
adolescents in groups. (pp.40-49). San Francisco, CA: Jossey-Bass.
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Beginning the group, goal setting and contracting
February 11, 2011
Required reading:
 A - Toseland text: Chapter 7 (The Group Begins)

B & C - Toseland text: Chapter 8 (Assessment)
Optional Readings:

Rose, S.D., & Edelson, J.L. (1987). Assessing children's problems and resources. Working
with children and adolescents in groups. (pp. 60-87). San Francisco: Jossey -Bass.

Rose, S.D. (1998). Assessment in groups: Interviewing and observation strategies.
Measurement procedures in assessment and evaluation. In Group therapy with troubled
youth (pp. 91-151). Thousand Oaks, CA: Sage Publications.
Middle Stage Skills- Foundation
February 18, 2011
Required reading:
 A - Toseland text: Chapter 9 (Treatment Groups: Foundation Methods)

C - Toseland text: Chapter 11. (Task Groups: Foundation methods)

B - Yalom text: pp. 141-199. (Working in the Here and Now)
Middle Stage Skills- Advanced
February 25, 2011
Group Composition paper due!
Required reading:
 A - Toseland text: Chapter 10 (Treatment Groups: Specialized Methods)

C - Toseland text: Chapter 12 (Task Groups: Specialized Methods)

B - Yalom text: pp. 19-52 (Interpersonal learning)

See handout by Galinsky, Barr, & Covell (2006). Programming bibliography.
Optional Readings:

Frager, S. (1985). Community-universality exercises in multiple family therapy. Family
Therapy, 12 (3), 245-251.

Gans, J. (1996). The leader's use of indirect communication in group therapy. International
Journal of Group Psychotherapy, 46 (2), 209-228.

Gumpert, J., & Saltman, J. E. (1998). Social group work practice in rural areas: The
practitioners speak. Social Work with Groups, 21(3),19-35.

Harrison, M., & Ward, D. (1999). Values as context: Groupwork and social action.
Groupwork, 11(3), 88-103.
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
Northen, H. & Kurland, R. (2001). The use of activity. Social work with groups (3rd ed.)
(pp. 258-287). New York: Columbia University Press.

Rittner, B., & Smyth, N. J. (1999). Time-limited cognitive behavioral group interventions
with suicidal adolescents. Social Work with Groups, 22 (2/3), 55-75.
Ending and Evaluation
March 4, 2011
Required reading:
 B - Toseland text: Chapter 13 (Ending the Group’s Work)

C - Toseland text: Chapter 14 (Evaluation)

A - Yalom text: pp. 382-390 (Termination)
Optional Readings:

Fraser, M. F., Day, S. H., Galinsky, M. J., Hodges, V. G., & Smokowski, P. R. (2004).
Conduct problems and peer rejection in childhood: A randomized trial of the Making
Choices and Strong Families programs. Research on Social Work Practice, 14 (5), 313-324.

Galinsky, M. J., & Schopler, J. H. (1977). Warning: Groups may be dangerous. Social
Work, 22 (2), 89-94.

Meezan, W. & O'Keefe, M. (1998). Evaluating the effectiveness of multifamily group
therapy in child abuse and neglect. Research on Social Work Practice, 8 (3), 330-353.

Pomeroy, E. C., Kiam, R., & Abel, E. M. (1999). The effectiveness of a psychoeducational
group for HIV-infected/affected incarcerated women. Research on Social Work Practice, 9
(2), 171-187.

Rice, A.H. (2001). Evaluating brief structured group treatment of depression. Research on
Social Work Practice, 9 (2), 148-171.
Spring break
NO CLASS
Dealing with conflict and other challenging issues
March 11, 2011
March 18, 2011
MID-TERM EXAM
Required reading:
 C - Yalom text: pp. 345-355 (Subgrouping)

A - Yalom text: pp. 391-428 (Problem Group Members)

B - Wayne, J. & Gitterman, A. (2003). Offensive behavior in groups: Challenges and
opportunities. Social Work with Groups, 26 (2), 23-34.
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
B - Mondros, J. B., Woodrow, R., & Weinstein, L. (1992). The use of groups to manage
conflict. Social Work with Groups, 15 (4), 43-57.
Optional Reading:

Malekoff, A. (2004). Loneliness, social isolation, scapegoating, and group work. Group
work with adolescents: Principles and practice (2nd ed.) (pp. 313-326). New York: The
Guilford Pres)
Support, psycho-educational groups and Internet groups
March 25, 2011
Group presentations
Required reading:

B - Schopler, J.H. & Galinsky, M.J. (1993). Support groups as open systems: A model for
practice and research. Health and Social Work, 18 (3), 195-207.

A - Rose, S. (2004). Cognitive-behavioral group work. In C. Garvin, M. Galinsky & L.
Gutierrez (Eds.) Handbook of social work with groups (pp. 111-135). New York: The
Guilford Press.

C - Dean, R. (1998). A narrative approach to groups. Clinical Social Work Journal, 26, (1),
23-37.
Optional Readings- Read one of the following depending on your interests

Campbell, R. (2004). Groups for older adults. Handbook of Social Work with Groups. (pp.
275-291). New York: Guilford Press

Daste, B.M. (1997) . Group work with cancer patients. In G. L. Greif & P.H. Ephross
(Eds.), Group work with populations at risk. (pp. 15-27). New York: Oxford University
Press

Jones, A. (2004). Transforming the Story: Narrative applications to a support group for
stepmothers. Families in Society, 85(1), 129-138.

Meier, A. (2000). Offering social support via the Internet: A case study of an online support
group for social workers. Journal of Technology in Human Services, 17 (2/3), 237-266.

Miller, R., & Mason, S.E. (2001). Using group therapy to enhance treatment compliance in
first episode schizophrenia. Social Work with Groups, 24 (1), 37-52.

Pomeroy, E.C., Kiam, R., & Green, D.L. (2000). Reducing depression, anxiety, and trauma
of male inmates: An HIV/AIDS psychoeducational group intervention. Social Work
Research, 24(3), 156-167.

VanDuesen, K.M. & Carr, J.L. (2004). Group work at a university: A psychoeducational
sexual assault group for women. Social Work with Groups, 27 (4), 51-54.
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Interventions with Involuntary clients and other advanced topics
April 1, 2011
Group presentations
Required readings:

A - Milgram, D., & Rubin, J. S. (1992). Resisting resistance: Involuntary substance abuse
group therapy. Social Work with Groups, 15 (1), 95-110.

B - Morell, C. (1996). Radicalizing recovery: Addiction, spirituality and politics. Social
Work, 41 (3), 306-312.

C - Thomas, H., & Caplan, T. (1999). Spinning the group process wheel: Effective
facilitation techniques for motivating involuntary clients groups. Social Work with Groups,
21(4), 3-21.
Optional Readings:

Fisher, M. S., Sr. (1995). Group therapy protocols for persons with personality disorders
who abuse substances: Effective treatment alternatives. Social Work with Groups, 18 (4),
71-89.

Kauffman, E., Dore, M. M., & Nelson-Zlupko, L. (1995). The role of women's therapy
groups in the treatment of chemical dependence. American Journal of Orthopsychiatry, 65
(3), 355-363.

Rooney, R. H. (1992). Work with involuntary clients in groups. Practice strategies for
work with involuntary clients. (pp. 279-308). New York: Columbia University Press.
Diversity in groups
April 8, 2011

A & B - Toseland text: Chapter 5 (Leadership and Diversity)

C - Davis, L. E., Galinsky, M. J., & Schopler, J. H. (1995). RAP: A framework for
leadership of multiracial groups. Social Work, 40 (2), 155-165.
Additional Reading – (Each student will be assigned one of these articles to summarize and present to
the class. You may substitute another article, if pre-approved by March 18, 2011)

Chung, I. (2003). Creative use of focus groups: Providing healing and support to NYC
Chinatown residents after the 9/11 attacks. Social Work with Groups, 26 (4), 3-19.

Davis, L. E., & Proctor, E. K. (1989). Socioeconomic status and group treatment. Race,
gender and class: Guidelines for practice with individuals, families, and groups. (pp. 314333). Englewood Cliffs, NJ: Prentice-Hall.
10

Getzel, G. (1998). Group work practice with gay men and lesbians. In G.P. Mallon (Ed.),
Foundations of social work practice with lesbian and gay persons. (pp.131-144). New
York: The Harrington Park Press.

Jones, L.V. & Hodges, V.G. (2001). Enhancing psychosocial competence among black
women: A psycho-educational group model approach. Social Work with Groups, 24 (3/ 4),
33-52.

Marsiglia, F. F., Cross, S., & Mitchell-Enos, V. (1998). Culturally grounded group work
with adolescent American Indian students. Social Work with Groups, 21(1/2), 89-102.

Subramanian, K., Hernandez, S., & Martinez. A. (1995). Psychoeducational group work
for low-income Latina mothers with HIV infection. Social Work with Groups, 18 (2/3), 5364.

Travers, A. (1996 ). Redefining adult identity: A coming out group for lesbians. In B.L.
Stempler & M. Glass (Eds.), Social group work today and tomorrow: Moving from theory
to advanced training and practice. (pp. 103-117). New York: The Haworth Press.

Washington, O.G. & Moxley, D.P. (2001). The use of prayer in group work with African
American women recovering from chemical dependency. Families in Society, 82 (1), 4959.

Washington, G., Johnson, T., Jones, J. & Langs, S. (2007). African-American boys in
relative care and a culturally centered group mentoring approach. Social Work with Groups,
30 (1), 45-69.

Yellow Horse Brave Heart, M. (1998). The return to the sacred path: Healing the historical
trauma and historical unresolved grief response among the Lakota through a psychoeducational group intervention. Smith College Studies in Social Work, 68 (3), 287-305.
Intervention Methods and semester review
April 15, 2011
Group presentations


Semester review
Evaluations
Good Friday- NO CLASS
April 22, 2011
GROUP DEVELOPMENT PAPER DUE by NOON!
April 29, 2011
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